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ADHD Assessment and Treatment in Primary Care BHC Outreach Meeting
Slide 2-

Overview Current State of Affairs Information and Education for Physicians Role of Behavioral Health Specialist Assessment Treatment Current Research on Implementation Future Research Questions
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Current Affairs Majority of health care visits for mental health are to primary care (60%).
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Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979.
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Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979. ADHD diagnosis a 2.3-fold increase in population-adjusted rate from 1990-95.
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Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979. ADHD diagnosis a 2.3-fold increase in population-adjusted rate from 1990-95. Children with ADHD use primary care more, cost more.
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Current Affairs Copeland, Wolraich, Lindgren, Milich, & Woolson, 1987 How is diagnosis made? 79% “activity in office” 47% “neurologic soft signs” 33% “aggressive/antisocial activity” 58% parent rating scales, 62% teacher rating scales 77% stimulant response
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Current Affairs Copeland, Wolraich, Lindgren, Milich, & Woolson, 1987 What treatment recommendations are made? 84% use stimulants moderately - frequently 73% get parent report for periodic re-evaluation 56% get teacher ratings for periodic re-evaluation 33% treat preschoolers 70% behavior modification other therapies rarely recommended 26% never refer to mental health clinics
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Current Affairs What treatment recommendations are made? In pediatric visits, when meds prescribed, counseling offered in 68% cases. Hoagwood, Jensen, Feil, Vitiello, & Bhatara, 2000 50% physicians surveyed referred to mental health professionals. Jensen, Xenakis, Shervette, & Bain, 1989. In children with ADHD under 3y.o., 57% received stimulants, but fewer psych services. Rappley, et. al (1999)
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Current Affairs What treatment recommendations are made? No indication that ADHD is overdiagnosed or that stimulant medications are overprescribed (Safer, Zito, & Fine, 1996) Goldman et al. (1998): review of literature shows % prescribed ritalin at lower end of prevalence range. Jensen et al. (1999): epidemiological study showed 12.5% of those meeting criteria were treated with medication in last 12 mos.
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Information for Physicians What information is available? NIH Consensus Statement on ADHD AAP Clinical Practice Guidelines Prevalence and Assessment Diagnosis and Evaluation Treatment AACAP Practice Parameters for the Assessment and Treatment of Children, Adolescents, and Adults with ADHD American Academy of Pediatrics Resource Toolkit for Clinicians
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Information for PhysiciansNational Institutes of HealthConsensus Statement Developed in 1998 13-member panel with expertise in wide variety of disciplines. 31 speakers all “experts” on different topics, 30 minutes to present. Some opportunity for public debate of consensus draft.
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Information for PhysiciansNational Institutes of HealthConsensus Statement Pros Points out lack of data for alternative treatments (including CBT) and support for drug and behavior therapy (p. 11). Describes limits to medication therapy (p. 13). Discusses difficulties of making accurate diagnosis/referral to mental health in primary care settings and why that’s a problem (p. 15).
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Information for PhysiciansNational Institutes of HealthConsensus Statement Cons Long. Non-specific and at times “says nothing.” On the verge of being out-dated.
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation Treatment
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD (strength of evidence: good; strength of recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria (strength of evidence: good; strength of recommendation, strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment (evidence: good; recommendation, strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records (evidence: good, recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records. 5. Assess for coexisting conditions (evidence: strong, recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records. 5. Assess for coexisting conditions. 6. Other diagnostic tests not indicated to establish diagnosis (evidence: strong, recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition (evidence: good; recommendation, strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment (evidence: good; recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication (evidence: good) and /or behavior therapy (evidence: fair) to improve outcomes (recommendation: strong).
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Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication and /or behavior therapy to improve outcomes. 4. When outcome has not met targeted goal, clinician should re-evaluate diagnosis, treatments, adherence,and coexisting problems (evidence: weak; recommendation: strong).
Slide 26-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication and /or behavior therapy to improve outcomes. 4. When outcome has not met targeted goal, clinician should re-evaluate diagnosis, treatments, adherence,and coexisting problems. 5. Clinician should systematically follow-up with parents, teacher and child (evidence: fair; recommendation, strong).
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AAP Resource Toolkit for Clinicians Developed by AAP to assist clinicians in providing care for children with ADHD Rooted in the evidence-based AAP guidelines for diagnosis and treatment of ADHD Goal: encourage multidisciplinary collaboration
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AAP Resource Toolkit for Clinicians Contents Diagnostic tools NICHQ ADHD Primary Care Initial Evaluation form The NICHQ Vanderbilt Parent and Teacher Assessments Scales Cover Letter to Teachers
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AAP Resource Toolkit for Clinicians Contents 2) Treatment ADHD Management Plan Establish a Home School Note Stimulant Medication Management Information
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AAP Resource Toolkit for Clinicians Contents 3) Parent Information and Support Handouts for Parents E.g., Does my child have ADHD?, Homework Tips for Parents, Educational Rights for children with ADHD
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AAP Resource Toolkit for Clinicians Contents 4) Resources ADHD Coding Fact Sheet for Primary Care Physicians ADHD Encounter Form Documentation for Reimbursement ADHD Resources Available on the Internet
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Role of Behavioral Health Specialist: Assessment Educate. Familiarize with norm-referenced, empirically-supported rating scales and encourage use. Take on ADHD assessment cases, OR, set up protocol for practice. Provide consultative assistance.
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Role of Behavioral Health Specialist: Assessment: The BHC Protocol Parent Ratings BASC Conners ADHD-IV/DBD Checklist Measure of adaptive functioning ECBI Teacher Ratings BASC Conners ADHD-IV/DBD Checklist Measure of adaptive functioning
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Role of Behavioral Health Specialist: Assessment: The BHC Protocol Clinical interview. School records.
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Role of Behavioral Health Specialist:Treatment In-house behavioral interventions with family. School-based consultation and behavioral intervention development. Assessment of progress toward goals including response to drug therapy and behavioral interventions.
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Research Questions:Assessment What are actual current practices? How are they in line with AAP Guidelines? Can a protocol be developed for assessment of ADHD in primary care that is effective but efficient? How does it improve accuracy of diagnoses? What is the smallest protocol that can be used?
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Purpose To implement an assessment protocol for diagnosing ADHD in rural primary care Provide an efficient way for pediatricians to use the AAP guidelines for ADHD
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Method Primary care staff at two sites were trained to use the ADHD assessment protocol (e.g., physicians nurses, etc.) Medical records examined for use of ADHD procedures 1-2 years prior to study Medical records examined after induction of assessment protocol to determine compliance with AAP guidelines 1/3 of all assessment measures were recoded for accuracy of scoring
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Assessment Protocol Parent Ratings Child Behavior Checklist (CBCL) Conners ADHD-IV/DBD Checklist ECBI Teacher Ratings Teacher Report Form (TRF) Conners ADHD-IV/DBD Checklist
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Results (Prior to implementation) Neither site used comprehensive assessment collection prior to implementation of AAP guidelines and the assessment protocol Parent and/or teacher data collected on 0-21% of all cases
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Results (After protocol implementation) After provided with training and appropriate assessment materials, collection of assessment data increased dramatically Parent and/or teacher data was collected 88-100% of the time Accuracy in scoring measures Use of the protocol was maintained at 2-3 years
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Conclusions Effective and efficient systematic way to collect ADHD information in both rural pediatric practices Reliability of scoring high
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Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Research still needed Diagnostic decision making Patient outcomes
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Research Questions:Treatment What are actual current practices? How are they in line with AAP Guidelines? What is the best, most practical way of providing feedback re: medication effectiveness for titration? How does in-house behavioral services and collaboration with schools improve care?